Catherine Malboeuf-Hurtubise1, David Lefrançois2, Geneviève A Mageau3, Geneviève Taylor4, Marc-André Éthier5, Mathieu Gagnon6, Carina DiTomaso6. 1. Department of Psychology, Faculty of Arts and Science, Bishop's University, Sherbrooke, QC, Canada. 2. Department of Education, University of Quebec in Outaouais, Gatineau, QC, Canada. 3. Department of Psychology, Université de Montréal, Montreal, QC, Canada. 4. Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, QC, Canada. 5. Department of Didactics, Université de Montréal, Montreal, QC, Canada. 6. Department of Preschool and Primary School Education, Université de Sherbrooke, Sherbrooke, QC, Canada.
Abstract
Background: Fostering greater resiliency to stress, optimal psychosocial development and promoting better mental health and well-being in youth is an important goal of the Canadian and American elementary school systems (1, 2). Recent research on mindfulness and philosophy for children (P4C) has yielded promising results regarding innovative interventions that may be implemented in elementary school settings to foster greater child resiliency and well-being (3-5). Goal: The goal of this feasibility study was to pilot a new intervention, which combines mindfulness meditation and P4C activities, with the goal of improving mental health in pre-kindergarten children, assessed with positive (i.e., social skills and adaptability) and negative (i.e., internalized symptoms, comprises depression, anxiety, inattention; and hyperactivity) indicators. Methods: A randomized cluster trial with a wait-list control group was employed to evaluate the impact of the combined MBI and P4C intervention on child mental health. Two classrooms of pre-kindergarten children (N = 38, mean age = 4.6 years old) took part in this study and were randomly allocated to the experimental or wait-list control conditions. Teachers completed pre- and post-intervention questionnaires. Results: ANCOVAs did not reveal a significant effect of condition on internalized symptoms, controlling for baseline levels. Sensitivity analyses indicated that for the whole sample, internalized symptom scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. No impact of group on levels of hyperactivity was found, however, sensitivity analyses indicated that for both the experimental and control groups, hyperactivity scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. Finally, no impact of group on levels of social skills and adaptability were found. Sensitivity analyses conducted using paired t-tests did not indicate statistically significant pre-to-post changes in scores for both variables. Conclusion: These preliminary results suggest that mindfulness and philosophy for children may not be the most effective intervention to foster short-term resiliency, well-being and better mental health in children. Yet, group differences were often small and past research suggested the effectiveness of this type of intervention. Further research considering the impact of moderators such as age or baseline levels of psychopathology, using longer time frames and comparing the effectiveness of this combined intervention with other types of school-based interventions with similar aims (such as, e.g., P4C or MBI alone) is warranted, to evaluate if mindfulness and P4C interventions have an added value compared to other types of interventions implemented in school settings.
RCT Entities:
Background: Fostering greater resiliency to stress, optimal psychosocial development and promoting better mental health and well-being in youth is an important goal of the Canadian and American elementary school systems (1, 2). Recent research on mindfulness and philosophy for children (P4C) has yielded promising results regarding innovative interventions that may be implemented in elementary school settings to foster greater child resiliency and well-being (3-5). Goal: The goal of this feasibility study was to pilot a new intervention, which combines mindfulness meditation and P4C activities, with the goal of improving mental health in pre-kindergarten children, assessed with positive (i.e., social skills and adaptability) and negative (i.e., internalized symptoms, comprises depression, anxiety, inattention; and hyperactivity) indicators. Methods: A randomized cluster trial with a wait-list control group was employed to evaluate the impact of the combined MBI and P4C intervention on child mental health. Two classrooms of pre-kindergarten children (N = 38, mean age = 4.6 years old) took part in this study and were randomly allocated to the experimental or wait-list control conditions. Teachers completed pre- and post-intervention questionnaires. Results: ANCOVAs did not reveal a significant effect of condition on internalized symptoms, controlling for baseline levels. Sensitivity analyses indicated that for the whole sample, internalized symptom scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. No impact of group on levels of hyperactivity was found, however, sensitivity analyses indicated that for both the experimental and control groups, hyperactivity scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. Finally, no impact of group on levels of social skills and adaptability were found. Sensitivity analyses conducted using paired t-tests did not indicate statistically significant pre-to-post changes in scores for both variables. Conclusion: These preliminary results suggest that mindfulness and philosophy for children may not be the most effective intervention to foster short-term resiliency, well-being and better mental health in children. Yet, group differences were often small and past research suggested the effectiveness of this type of intervention. Further research considering the impact of moderators such as age or baseline levels of psychopathology, using longer time frames and comparing the effectiveness of this combined intervention with other types of school-based interventions with similar aims (such as, e.g., P4C or MBI alone) is warranted, to evaluate if mindfulness and P4C interventions have an added value compared to other types of interventions implemented in school settings.